LOPES, Cleide Pereira dos Santos; FERREIRA, Lúcia Gracia. Continuous training represents a fundamental pillar in enhancing teacher professional development and also plays an important role in updating knowledge and pedagogical practices. In this article, we seek to identify the contributions of continuous training to the professional development of fourth-grade elementary school teachers. To this end, we conducted a qualitative, exploratory-descriptive study grounded in a phenomenological perspective, using a semi-structured questionnaire administered to 10 participating teachers. By exploring the specific contributions of continuous training to teacher professional development, it became evident that training can promote a collaborative learning environment among teachers, fostering the exchange of experiences, socialization, and the sharing of theoretical and practical knowledge. We emphasize the importance of valuing the context in which teachers work, particularly with regard to the specificities of their professional trajectories. Therefore, teacher professional development is enhanced by continuous training experiences, as these constitute contexts for ongoing learning. Debates em Educação, [S. l.], v. 18, n. 40, p. 1–16, 2026. DOI: 10.28998/2175-6600.2026v18n40.20011. Disponível em: https://periodicos.ufal.br/debateseducacao/article/view/20011. Acesso em: 6 oct. 2026.